Purpose: The purpose of this study was to examine the effects of simulation-based training applying situation-background-assessment-recommendation on self- efficacy and communication skills in new nurses. Method: This study applied a one group pretest-posttest design, with 88 new nurses in a general hospital in S city, Korea. Data were collected from March to November 2017. The participants completed their simulation education program in 4 weeks. Data were analyzed using paired t-test with SPSS program. Results: After SBAR simulation education, self- efficacy (t=-2.40, p=.014) and communication skills (t=-5.24, p<.001) significantly improved. Conclusion: This suggests that simulation-based training applying SBAR, improved self- efficacy and communication skills in new nurses.

Purpose: The purpose of this study was to explore the use of virtual simulations to improve knowledge, performance, self-efficacy, satisfaction and confidence of nursing students. Method: This study used a quasi-experimental design with 34 nursing students in one university. All the participants were forth grade students and received education on topics related to medical-surgical nursing. The experimental group participated in virtual and high-fidelity simulations. The control group participated in high-fidelity simulation. Collected data were analyzed using Chi-square, t-test and independent t-test using the WIN SPSS 23.0 program. Results: The experimental group who had participated in the virtual simulation education indicated significantly higher performance scores (t=-6.166, p=<.000) and confidence levels (t=-2.284, p=.031) as compared to the control group who had participated in traditional high-fidelity education for acute heart disease patients, However, the differences in knowledge (t=-.808, p=.425), education satisfaction (t=-.425, p=.653), and self-efficacy (t=-1.592, p=.121) were not significant differences. Conclusion: The results indicate that virtual simulation education is an effective learning method to improve nursing performance and confidence. Further study is needed to identify the effects of various clinical situations of virtual simulation-based care.

본 연구는 당뇨환자의 시뮬레이션기반 간호교육이 간호대학생의 당뇨지식, 임상수행능력, 실습 만족도 및 의사소통능력에 미치는 효과를 확인하기 위해 시도되었다. 이 연구는 시뮬레이션 교육 전과 후에 당뇨지식, 임상수행능력, 실습만족도 및 의사소통능력을 파악하기 위해 2013년 10월 21부터 11월 1까지 자료수집을 하였으며, 간호대학생 3학년 75명이 연구대상자로 참여하였다. 연구의 결과는 시뮬레이션 교육을 받은 후 교육 전에 비해 당뇨지식(t=-9.684, p＜.001), 임상수행능력(t=-4.173, p＜.001), 의사소통 능력(t=-7.685, p＜.001) 점수가 높게 나타나 통계적으로 유의하게 나타났으나, 실습만족도(t=-1.144, p=.256)의 변화는 통계적으로 유의하지 않았다. 이상의 연구결과를 토대로 시뮬레이션기반 교육은 대상자의 간호지식, 임상수행능력과 의사소통능력을 강화할 수 있으며, 다양한 교육과정에도 적용될 수 있을 것이다.

현대인들은 급격한 사회문화의 변화에 대한 적응과 극심한 경쟁 상황 속에서 항상 몸과 마음의 긴장을 느끼며 살아가고 있다. 긴장은 결국 신체적인 또는 정신적인 질병의 형태로 나타나게 된다. 이러한 문제를 해결하기 위해 본 연구자가 15여 년 동안 자기경영법을 연구하고 개발하여 교육프로그램으로 구성하였다. 본 연구에 적용한 교육 프로그램은 헬피니스 자기경영 운영체계이며, 이 교육을 통해 현대인들이 겪는 긴장, 스트레스 완화에 긍정적인 영향을 줄 수 있는지 밝히며, 자기관리와 계발 차원에서 누구나 활용하여 좋은 습관을 가지며, 개인복지에 도움이 될 수 있도록 하는데 목적이 있다. 본 연구에서 헬피니스 자기경영 운영체계 교육에 참여한 실험집단이 스트레스지각 점수가 감소하고, 직무스트레스 점수가 감소하는 유의한 결과를 내었으나 그 영향이 직무성과로 이어지는 효과성을 검증하지는 못하였다. 그러나 본 연구에서 헬피니스 자기경영 운영체계 교육이 스트레스 완화에는 영향을 줄 수 있다는 것에 의의를 둔다. 연구기간이 2주로 짧게 설계하여 직무성과로 이어지는 효과성을 검증하기에는 제한이 있었다.

본 연구의 목적은 TREASURE Talk-CCTV 모델을 활용하여 입양모를 대상으로 영유아기 입양 자녀와의 부정적 상호작용을 감소시키고 긍정적 상호작용을 증대시키기 위한 교육 훈련프로그램의 효과성을 검증하는 것이다. 연구 문제는 첫째, TREASURE Talk-CCTV 모델을 활용한 입양모의 긍정적 상호작용 교육 훈련 프로그램의 효과를 확인하고, 둘째, TREASURE Talk-CCTV 모델을 활용한 입양모의 교육 훈련 프로그램을 통한 부정적 상호작용의 변화를 확인하는 것으로 설정하였다. 교육 훈련 프로그램의 효과 검증을 위하여 입양모 12인을 대상으로 관찰을 통한 아동-성인 상호작용 척도인 CICAIO와 CCTV 모델에 기반한 성인-아동의 부정적 상호작용 척도 ACNIS를 활용하여 사전-사후-추후 검증을 진행하였고, 반복측정 분산분석(Repeated measure ANOVA)으로 분석하였다. 연구 결과, 입양모-영유아 자녀의 긍정적 상호작용을 증대시키고, 부정적 상호작용을 감소시키는 유의미한 효과를 확인하였다. 따라서 본 연구는 TREASURE Talk-CCTV 모델을 활용한 선행연구와 동일한 결과가 나타남을 확인하였고, 입양가족을 대상으로 부모-자녀 상호작용 교육의 실제 적용이 가능하다는 것을 확인할 수 있었다는 점에서 의의가 있다.

본 연구의 목적은 영유아기 교사의 학대언어제한과 촉진적 상호작용을 위하여 교육훈련하고 그 효과를 분석하여 언어학대를 예방하기 위한 목적으로 수행되었다. 이에 따른 연구문제는 영유아교사에게 TREASURE Talk-CCTV 모델을 활용한 학대언어제한과 촉진적 상호작용프로그램을 구성하고, 상호작용프로그램의 효과를 분석하는 것이다. 교육훈련프로그램은 동영상, 도구(TREASURE STICK), 연습용 스크립트의 세 가지로 제작되었고 총 7시간 과정의 훈련체계를 구성하여 영아교사 18명, 유아교사 20명으로 단일사례 집단을 대상으로 대응표본 t-test(paired sample t-test)를 실시하였다. 프로그램 효과의 분석을 위해 KP모델에 근거한 아동학대 지필테스트에서 사전-사후 검사결과 아동학대 교육의 이해도가 상승되었으며, CICAIO(Coaching Inventory Child-Adult Interaction Through Observation)척도를 통해 영유아교사 TRE, URE 전체에서 사전검사와 사후검사 간의 차이가 통계적으로 유의미하게 나타났다. 마지막으로 ACNIS(Adult-Child Negative Interaction Scale-based on CCTV model) 척도를 사용하여 영유아교사는 부정적 상호작용 전체에서도 사전검사, 사후검사 간에 통계적으로 유의미한 차이가 있는 것으로 나타났다. 따라서 개발된 상호작용프로그램은 영유아교사에게 긍정적 상호작용은 향상 되고 부정적 상호작용은 수준을 낮추는 유의미한 효과가 있음이 확인되었다.

This study aimed to develop and evaluate a sugars intake reduction program (SIRP) that was designed to increase the knowledge, attitude, and skills of Korean children aged 5 years regarding sugars intake reduction. A total of 101 children aged 5~6 years from 6 preschools participated in SIRP. SIRP consisted of 4 sessions including 10 activities (e.g., story-telling, arts, experiment, checking nutrition facts, pledge), delivered to children at preschools by nutritionists over a one-month period. Three letters were sent to parents throughout the program to inform them of the children’s activities at the preschools and to provide additional information on reducing children’s sugars intake. A total of 90 children completed the program; 83 parents of these children completed the SIRP evaluation survey. The children’s sugars intake reduction score was significantly increased after attending SIRP. Teachers (n=6) who participated in this program agreed to improve their students’ attitudes on reducing sugars intake and to decrease students’ behaviors related to sugars intake. Parents agreed to improve their children’s attitude on reducing sugars intake and to decrease children’s behaviors related to sugars intake. The outcome showed SIRP improved participants’ attitudes towards sugars reduction and increased the skills to reduce the sugars intake of children aged 5~6 years. Future studies should examine whether SIRP reduces actual sugars intake among children.

Purpose: This study was tried to identify the effects of simulation practice education on the clinical competence, critical thinking disposition and self-confidence of nursing process in new graduated nurses. Methods: This study was one group pre-post test design, participants are 50 new graduated nurses with less than 3 month of working experience. The simulation practice education applied the first semester of the third grade, over 15 weeks with 1 credit per 2 hours per week by two instructors with four scenarios. Data were analyzed by descriptive statistics, paired t-test, Pearson’s correlation coefficients using the SPSS WIN 21.0 program. Result: There was a significant difference simulation practice education on the clinical competence and critical thinking disposition in the new graduated nurses. There was a correlation between clinical competence and critical thinking disposition. Conclusion: New nurses' capacity can be strengthened by applying simulation practice education that improve the clinical performance by enhance the critical thinking Disposition.

Purpose: This study aimed to clarify the effects of simulation-based practice using a standardized patient on nursing students’ problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance. Methods: We adopted a one-group pretest–posttest experimental design. We examined changes in the students’ problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance before and after simulation-based practice and after clinical practicum. Results: The scores for problem-solving capacity increased from 159.28 before simulation-based practice to 263.02 after it and 161.99 after clinical practicum, but there was no statistical significance(p=.775, p=.339). The scores for self-efficacy for therapeutic communications rose with statistical significance from 120.78 before simulation-based practice to 126.30 after it (p= .017), but fell to 120.52 after clinical practicum. The scores for confidence in clinical performance increased with statistical significance from 54.98 before simulation-based practice to 59.42 after it (p=.008) and 58.50 after clinical practicum (p<.001). Conclusion: We confirmed that simulation-based practice with a standardized patient offers students hands-on experience of a clinical situation and, thereby, enhances their problem-solving capacity, self-efficacy for therapeutic communications, and confidence in clinical performance.

The objective of this study was to investigate the effect of dietary education on undergraduate student’s health, environment, and consideration. A total of 54 participants were recruited from an undergraduate student in Seoul. We conductive quantitative analysis of a structured questionnaire and qualitative analysis of interviews recorded by photovoice. There are significant differences among knowledge, dietary attitude, and food behavior in the field of health (p<0.001). In the field of health, photovoice data were categorized as ‘health care practice’, ‘Korean dietary lifestyles’, or ‘awareness of importance of health’ (p<0.001). In the field of environment, photovoice data were categorized as ‘environment-friendly dietary lifestyle’ and ‘environmental contamination minimization’(p<0.001). In the field of consideration, photovoice data were categorized as ‘gratitude for others’, ‘joy of cooking’or ‘eating meals together’(p<0.01). In conclusion, we found that dietary education about health, environment, and consideration may affect healthy dietary lifestyle among undergraduate students. Our findings may warrant further studies to develop significantly effective dietary education for undergraduate students.

본 연구는 유아의 인성리더십 교육에서 교사의 상호작용 역량강화를 위한 교사 훈련 프로그 램을 개발하고 효과를 분석하는 것에 목적이 있다. 연구의 목적을 달성하기 위하여 설정한 연 구문제는 두 가지이다. 첫째, 유아 인성리더십 교육에서 교사의 상호작용 역량강화를 위한 훈 련 프로그램을 개발하는 것으로 도구 개발과 훈련체계 구성이 포함된다. 둘째, 개발된 교사 훈련 프로그램의 효과를 분석하는 것으로, 황금원 모델에 대한 지필테스트 결과의 분석, TTCS(TREASURE Talk Coding System)를 통한 동료코칭 피드백 분석, CICAIO(Coaching Inventory Child-Adult Interaction Through Observation)를 통한 상호작용 훈련 효과의 분석 이 포함된다. 연구 결과, 황금원 모델에 따른 구인별 음원 24개, 스탬프로 제작된 습관별 코칭 놀이감 8개, 구인별 음원과 코칭 놀이감을 활용한 코칭 스크립트 24개, 모듈별 코칭 동영상 3개, 8시간의 교사 훈련 체계를 포함한 교사 훈련 프로그램이 개발되었다. 또 황금원 모델에 대한 지필 테스 트, TTCS(TREASURE Talk Coding System)를 통한 동료코칭 피드백 분석, CICAIO(Coaching Inventory Child-Adult Interaction Through Observation)를 통한 상호작 용 훈련 효과의 분석을 통해 프로그램의 효과를 분석한 결과, 실험집단 유아 교사에게 유의미 한 효과가 있음이 확인되었다.

Purpose: This study was conducted to evaluate simulation-based asthma pediatric care among nursing students. Methods: One group post design was utilized. A total of 148 nursing students were recruited as participants. The data were collected from February 22to June10, 2016. Seven hours of simulation-based asthma pediatric care was conducted. Results: The total mean knowledge score for asthma pediatric care was 3.8, and simulation-based performance score was 8.0. In simulation-based performance, the highest mean score was 2.4 for “oxygenation” category and the lowest mean score was 1.5 for “nursing recording.” There was no statistically significant difference in the level of clinical performance using simulation for the upper, middle, and lower groups according to the theoretical knowledge level. Additionally, no statistically significant correlation was found between the theoretical knowledge score and simulation-based clinical performance score. Conclusion: The findings suggest that simulation-based care involving various scenarios and integrated evaluation tools for clinical nursing performance are required to improve asthma pediatric care among nursing students.